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    Perceptions of 'inclusion' and perceived preparedness among school teachers in Sri Lanka

    Access Status
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    Authors
    Hettiarachchi, Shyamani
    Das, A.
    Date
    2014
    Type
    Journal Article
    
    Metadata
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    Citation
    Hettiarachchi, S. and Das, A. 2014. Perceptions of 'inclusion' and perceived preparedness among school teachers in Sri Lanka. Teaching and Teacher Education. 43: pp. 143-153.
    Source Title
    Teaching and Teacher Education
    DOI
    10.1016/j.tate.2014.07.003
    ISSN
    0742051X
    School
    School of Psychology and Speech Pathology
    URI
    http://hdl.handle.net/20.500.11937/24039
    Collection
    • Curtin Research Publications
    Abstract

    This study examined the preparedness of regular and special education teachers in Sri Lanka to teach students with disabilities in an inclusive educational setting. It also explored their perceptions of the term ‘inclusion’ and its applicability to the Sri Lankan context. A total of 75 teachers were surveyed using a two-part questionnaire. In addition, semi-structured interviews were conducted with eight teachers. The interview data was analyzed using Framework Analysis and the quantitative survey data was analyzed using descriptive statistics. Special education teachers indicated higher perceived competence in working with students with special needs compared to general education teachers. Implications for teacher preparation via pre-service and in-service training are discussed.

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